INTERVIEWING by David E. Zulawski, CFI, CFE and Shane G. Sturman, CFI, CPP
Storytelling: Part 2 I
n our last column, we introduced the idea and importance of using a story to expand on empathy and show understanding, as well as the structure of telling a good story. In this column, we will address how the story works and why it continues rapport and builds trust. The stories that we choose are not about the individual to whom we are speaking, but rather others who have faced circumstances or problems that are common to everyone. When using stories to show understanding and empathy, the interviewer does not have to talk about circumstances that are illegal or immoral when developing the stories. In fact, the discussion seems to be much more effective when it doesn’t deal with these types of issues but instead focuses on more everyday circumstances that people face. The stories that are most effective are those that fit the experience of the listener’s everyday life. When focusing on common stories, it allows the individual to more easily generalize the information into their own decision-making.
Stories can provide a means of encouraging action, letting the listener visualize how to change their circumstances. The story cannot have so much detail that it engages all the cognitive ability of the listener; it must leave enough resources so that they can consider their own personal changes.
can use social proof of how others have handled problems or failed to do so while providing an opportunity to consider available options. Other stories can focus on the future and the opportunities that lie ahead. This allows the listener to begin to become comfortable with what the future may hold. Listening to how others have handled obstacles gives people an opportunity to visualize the variety of avenues the future may hold for them. So the stories can offer insight and resolution, but more importantly they commit the listener and create a state of engagement and thinking. Each story is presented as something of value worth listening to and should actively reflect the truth. Our truth is that we believe it’s good to talk through problems. When people are engaged and thinking about the story, they begin to apply the circumstances to their own situations and consider the possible remedies.
One thing that the interviewer should consider is the mindset of the subject. If I do this or that, “What’s in it for me?” Many decisions are simply made by considering the personal benefits of a course of action. If the positives outweigh the negatives, then the choice is easily made. If the negatives outweigh the positives, the choice is also easily made. When there is a balance between the two, however, it is often a story that can help change the balance.
Stories to Encourage Action
Stories can provide a means of encouraging action, letting the listener visualize how to change their circumstances. The story cannot have so much detail that it engages all the cognitive ability of the listener; it must leave enough resources so that they can consider their own personal changes. Some stories may be used to share knowledge with the listener about how problems got resolved or failed to do so. The story can focus on a myriad of possible options to resolve the problem or leave it unfulfilled. This type of story JULY–AUGUST 2020
© 2020 Wicklander-Zulawski & Associates, Inc.
What’s in It for Me?
Types of Stories
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Zulawski and Sturman are executives in the investigative and training firm of Wicklander-Zulawski & Associates (w-z.com). Zulawski is a senior partner, and Sturman is president. Sturman is also a member of ASIS International’s Retail Loss Prevention Council. They can be reached at 800-222-7789 or via email at dzulawski@w-z.com and ssturman@w-z.com.
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The subject must see something worthwhile achieved in the story. For us in showing understanding, our story revolves around a change of perspective. When people are in trouble, they position themselves as victims who are helpless. The purpose of this story is to reengage the individual, providing an opportunity for them to have some power in the situation. To do this, we might select a story that puts them in a decision-making capacity over others. They are now in a position where they must evaluate the actions and explanations of others and then decide. Intellectually this takes them out of the role of victim, and they now must consider how other people acted in a difficult situation. continued on page 14 LOSSPREVENTIONMEDIA.COM
